Lisa Ayers

SLIS 5340

Collaborative Lesson Plan

Directions: Answer the questions and complete the chart below. Submit this lesson
plan sheet through the assignment link as an attachment. Then upload it to your
LiveBinder portfolio under the tab Big6 Collaborative Lesson Plan.
________________________________________________________________________

Lesson Title: Study of 7 Major World Religions

(9th grade World Geography)
Standards:
Read your state standards, the AASL Standards for the 21st-Century Learner
(http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL
_LearningStandards.pdf), the Common Core Standards (http://www.corestandards.org/)
and the ISTE Standards (http://www.iste.org/standards.aspx). Next identify the standards
that are applicable to the lesson you are proposing.
1. What AASL standards does this lesson plan address?
1 - Inquire, think critically, and gain knowledge.
2 - Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge.
3 - Share knowledge and participate ethically and productively as members of our
democratic society.
2. What state standards does this lesson plan address?
1 (A) analyze the effects of physical and human geographic patterns and processes on
the past and describe their impact on the present, including significant physical
features and environmental conditions that influenced migration patterns and
shaped the distribution of culture groups today
5 (A) analyze how the character of a place is related to its political, economic, social,
and cultural elements; and
5 (B) interpret political, economic, social, and demographic indicators (gross domestic
product per capita, life expectancy, literacy, and infant mortality) to determine the
level of development and standard of living in nations using the terms Human
Development Index, less developed, newly industrialized, and more developed.
9 (A) identify physical and/or human factors such as climate, vegetation, language,
trade networks, political units, river systems, and religion that constitute a region
16(A) describe distinctive cultural patterns and landscapes associated with different
places in Texas, the United States, and other regions of the world and how these
patterns influenced the processes of innovation and diffusion;
(B) describe elements of culture, including language, religion, beliefs and customs,
institutions, and technologies;
(C) explain ways various groups of people perceive the characteristics of their own
and other cultures, places, and regions differently; and

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SLIS 5340

(D) compare life in a variety of urban and rural areas in the world to evaluate
political, economic, social, and environmental changes.
17 (A) describe and compare patterns of culture such as language, religion, land use,
education, and customs that make specific regions of the world distinctive;
(B) describe major world religions, including animism, Buddhism, Christianity,
Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution;
(C) compare economic, political, or social opportunities in different cultures for
women, ethnic and religious minorities, and other underrepresented populations;
(D) evaluate the experiences and contributions of diverse groups to multicultural
societies.
3. What Common Core standards does this lesson plan address?
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the date and origin of
the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a
text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they

are used in a text, including vocabulary describing political, social, or economic
aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key
points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for
how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g.,

charts, research data) with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence
in a text support the authors claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in
several primary and secondary sources.
Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend

history/social studies texts in the grades 910 text complexity band independently
and proficiently.

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SLIS 5340

4. What ISTE standards does this lesson plan address?

2. Communication and Collaboration
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners
of other cultures
d. Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from
a variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
5. Digital Citizenship
a. Advocate and practice safe, legal, and responsible use of information and
technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship

Differentiation:
How will this lesson be differentiated to address diverse learning styles, physical and
intellectual abilities, and needs?
-

Students will work in small groups of 2-3 people with a designated group leader so
that each individual can work on various aspects of the project. However, all
members of the group must present information to the class.
Students will utilize various electronic databases, online journals, online and print
encyclopedias, websites, and additional print resources.
Students will have to research not only textual sources, but also visual or pictorial
resources to include information in presentation.
Students also have the option of creating their presentation to the class using a
variety of technology formats including PowerPoint, Prezi, video, posterboard, etc.

Lisa Ayers

SLIS 5340

Librarian and Teacher Collaboration:

Be sure that all of the phases or steps in the extended Big 6 research model are
represented and clearly labeled on the chart below. Each phase or step that is
mentioned must be accompanied by a description of an action that will take place during
the lesson.
Big6 Preparation/Skill

The Teachers
Instructional Role
1.
Task Definition Both
- Explain project in
detail to class
instructors explain details and
- Check student
requirements of research project.
Students will complete a KWHL chart to KWHL charts for
understanding.
begin analyzing requirements and
information needed to research
2.
Information Seeking Strategies - Explain the key
search terms and
Both instructors explain Examining
qualifiers to use in
Electronic Resources Guidelines and
order to evaluate and
guide students as they begin defining
verify the quality of
search terms and map out their process
information found.
3.
Location and Access Students - Identify to the
students the types of
will begin outlining reliable sources of
databases, websites
information starting with the basic
and print source
search guidelines and source
materials they should
information presented
be researching.
4.
Use of Information Students
will begin researching the specific
religion assigned to their groups using
the planning materials already created

5.
Synthesis Students will
combine their research results into
viable and reliable information and
create their presentation.
6.
Evaluation - Students will then
present their presentation to their
classmates. Students will also evaluate

- Help guide students

in determining key
search terms and
locating reliable
information sources.
- Help guide students
in keeping accurate
records of the sources
used in their research.
- Provide assistance
and feedback to
students as they
synthesize their
research into their
presentations.
- Assess students
comprehension
individually and by

The Librarians
Instructional Role
- Explain types of
resources applicable
- Check student
KWHL charts for
understanding.
- Explain how to
identify a poor source
with unreliable
information versus a
quality source with
reliable information.
- Identify to the
students the specific
databases, quality
search sites, and print
source materials
available through the
library.
- Help guide students
in determining key
search terms and
locating reliable
information sources.
- Help guide students
in keeping accurate
records of the sources
used in their research.
- Provide assistance
and feedback to
students as they
synthesize their
research into their
presentations.
- Upon completion of
assessments meet with
teacher to reflect on

Lisa Ayers
each team members work and
performance to the groups project and
presentation.

SLIS 5340
group through
presentations.
- Upon completion of
assessments meet with
librarian to reflect on
effectiveness of
sources and
presentations on the
students learning and
comprehension.

effectiveness of
sources and
presentations on the
students learning and
comprehension.

Assessment Tools:
1. What will the outcomes of this assignment be?
-

Students will complete the Major Religions Presentations Chart Fill In during
the presentations.
Students will be encouraged to ask questions during/after the presentation to help
facilitate comprehension and learning.
Teacher will clarify and reteach additional information, as needed.

2. What assessment tool(s) will be used to assess learning? Include a copy with the
lesson plan.
-

A summary quiz will be taken to assess mastery of all 7 major religions as required
by the TEKS.
Each student will also complete the Student Evaluation of Team Members Form
which will count for 25% of each students presentation grade.
Each presentation will be assessed using the World Religions Presentation Grading
Checklist completed by teacher for evaluation of group presentation grade which
will be added to the Student Evaluation of Team Members Form submitted from
each team member for evaluation and creation of individual project grades.

Technology Integration
What technology and/or Web 2.0 tools will be used to implement this lesson?
-

Students will utilize various electronic databases, online journals, online and print
encyclopedias, websites, and additional print resources.
Students also have the option of creating their presentation to the class using a
variety of technology formats including PowerPoint, Prezi, video, posterboard, etc.

Lisa Ayers

SLIS 5340

Multiple Literacies
(reading, information, visual digital/technology etc.)
1. What literacies will be addressed?
-

Students will be learning how to research and synthesize the results, how to identify
valid and reliable information sources, and how to incorporate different forms of
technology during the process.

2. What strategies will be employed to integrate multiple literacies?

-

Students will be given the opportunity to research alone and in a group one specific
religion.
Students will utilize various electronic databases, online journals, online and print
encyclopedias, websites, and additional print resources.
Students also have the option of creating their presentation to the class using a
variety of technology formats including PowerPoint, Prezi, video, posterboard, etc.

Lesson Resources:
What print resources, websites, and databases will be used to implement this lesson?
- World Religions Project Instructions (Attached)
-Major Religions Presentations Chart Master (Attached)
-Major Religions Presentations Chart Fill In (Attached)
- World Religions Presentation Grading Checklist (Attached)
- Student Evaluation of Team Members Form (Attached)
- KWHL Chart - http://www.ncsu.edu/midlink/KWL.chart.html (Attached)
- Examining Electronic Resources Guidelines http://www.readwritethink.org/files/resources/lesson_images/lesson149/ElectronicSou
rces.pdf (Attached)
- www.culturegrams.com
- http://www.bbc.co.uk/religion/religions/index.shtml
- http://www.worldbookonline.com/wb/Home
- Any additional databases available through the specific library
- Print sources such as books, encyclopedias, journals, etc. available through the
specific library